Globalization, Language, and Literacy


Lesson 1: Defining Concepts













Lesson Detail

Teacher Activities

Student Engagement

Materials and Resources

Products and Outcomes

Give the short-write and team discussion assignment.

Facilitate student discussion and report out

During discussion and report out, help students come to a more complete understanding of the history, meaning and current use of the following concepts: race, racism, ethnicity, minority , culture, cultural competence

Clarify differences between culture, race, ethnicity, diversity and minority

Short Write:
What is your gut reaction when you hear the terms race, diversity, and culture?

What feelings do these concepts provoke?

What thoughts do these concepts provoke?

In teams discuss your respective responses.

Lustig & Koester (2009), Ch2

Short Write

Some beginning ability to define these concepts

Some beginning ability to explain how these concepts came to be used

Define culture and cultural competence

Identify evidence of and gaps in cultural competence in your own practice

Lustig & Koester (2009), Ch 3

Lynch & Hanson (2004), Ch 3

National Center for Cultural Competence website

National center for culturally responsive educational systems website


Have students identify why their work and profession are relevant

Define relevance based on the work of Doreen Massey

Develop your own criteria of relevance taking into consideration

Massey (2008)

Comparative analysis of the student’s ideas of relevance informed by the discussion of Doreen Massey’s article

Note that Hyter operates from the perspective of Critical Social Theory and defines concepts from that particular framework.

“Minority” is a pejorative concept for most people of color, as it refers to a people without autonomy or power. This use of the concept is confirmed when in cities where the majority of people are those of color, that group is still referred to as a “minority.” This is not a concept that should be encouraged.